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Implementing Collaborative Writing i...

Zheng, Yao.

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Implementing Collaborative Writing in L2 Classrooms: An Ethnographic Case Study of Chinese Tertiary EFL Teachers from an Activity Theory Perspective.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Implementing Collaborative Writing in L2 Classrooms: An Ethnographic Case Study of Chinese Tertiary EFL Teachers from an Activity Theory Perspective./
Author:	Zheng, Yao.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2020,
Description:	305 p.
Notes:	Source: Dissertations Abstracts International, Volume: 82-09, Section: A.
Contained By:	Dissertations Abstracts International82-09A.
Subject:	Education. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28316976
ISBN:	9798569993970

Implementing Collaborative Writing in L2 Classrooms: An Ethnographic Case Study of Chinese Tertiary EFL Teachers from an Activity Theory Perspective.
Zheng, Yao.

Implementing Collaborative Writing in L2 Classrooms: An Ethnographic Case Study of Chinese Tertiary EFL Teachers from an Activity Theory Perspective. - Ann Arbor : ProQuest Dissertations & Theses, 2020 - 305 p.

Source: Dissertations Abstracts International, Volume: 82-09, Section: A.

Thesis (Ph.D.)--University of Macau, 2020.

This item must not be sold to any third party vendors.

Although collaborative writing as an innovative pedagogical approach is well supported by a number of language teaching and learning theories, it has not been widely used in the L2 context. There is limited research that has investigated teachers to understand the use of the approach for L2 writing instruction. Aiming to scrutinize the implementation of collaborative writing in L2 classrooms through the lens of teacher activities taken under the interwoven in fluence of teachers' individual differences and sociocultural context, an ethnographic case study was conducted at a university in mainland China where the teachers utilized collaborative writing projects for EFL writing instruction.Informed by Activity Theory, the study focused on four teachers to systematically investigate their activities in implementing collaborative writing. It used Engestroms'(1999, 2015) complex model of activity system and the notion of contradictions to profile their instructional practices, difficulties, challenges, and coping strategies . The findings show various teacher activity systems, with the main differences lying in the use of instruments that included the artifacts of teaching materials and instructional tools, and in the division of labor that revealed the situated roles of the teacher, students, and administrators/university. With the various teacher activity systems came the different difficulties and challenges that the teachers encountered, such as those related to t he constraints from their limited knowledge of collaborative writing, conflicts of collaborative writing and teacher directed teaching, and pressure of comanaging the implementation of collaborative writing and other teaching/administrative activities. While there were differences in teachers' instructional practices, difficulties, and challenges, some common coping strategies were found, including seeking assistance, pursuing further studies, and bringing "extra hands," which indicate the sociocultural construction of teachers' activities that involves the deployment of individual effort and incorporation of contextual resources. Findings also reveal the influences of individual factors (i.e., teacher motivation and beliefs) and contextual factors (i.e., institutional conditions, leaning culture, and working culture) on teachers' activity systems. Drawing on the findings, a conceptual framework of implementing collaborative writing in L2 classrooms is provided to shed light on the working mechanism of the implementation. Implications are provided for research and practice.

ISBN: 9798569993970Subjects--Topical Terms:

516579
Education.
Subjects--Index Terms:

Collaborative writing

Implementing Collaborative Writing in L2 Classrooms: An Ethnographic Case Study of Chinese Tertiary EFL Teachers from an Activity Theory Perspective.
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